Comparison of Traditional Instruction and Programmed Instruction in Chemistry.

Cheek, William E.

A study was conducted to determine whether programmed instruction or traditional instruction in chemistry was more effective in terms of student preference, student achievement, achievement of students with low reading levels, and achievement of students with high reading levels. Two non-random groups of students with equivalent learning ability in chemistry were established. The total group was also divided according to reading level. Groups alternatively received traditional instruction and programmed instruction for each of five learning modules. Each group was pre-tested at the outset of each instructional module. Post-tests were administered at the conclusion of the modules and average gain scores were tabulated. Scores were also tabulated for the high and low reading groups. Findings of the study included: (1) no significant differences were found in achievement between the two methods of instruction; (2) approximately 60% of the subjects preferred programmed instruction while the remainder preferred traditional instruction; (3) there were no significant differences in achievement, according to teaching method, of high or low reading level students. It was recommended that students be given the option, when feasible, to choose either type of instruction. An extensive bibliography is appended. (JDS)